Avaliação funcional na primeira infância: confiabilidade, aplicabilidade e validade social da medida de engajamento, independência e relações Sociais (MEISR-Br) no contexto brasileiro

Abstract

Early Childhood Intervention (ECI) has undergone a paradigmatic shift over recent decades, moving away from deficit-oriented models and isolated clinical interventions toward approaches that recognize the family as the protagonist of the process and natural contexts as privileged spaces for learning and development, prioritizing the child’s functional participation in meaningful everyday activities. In this scenario, Family-Centered Practices have been widely recommended by international literature. In Brazil, however, there is a gap in assessment instruments that measure children’s functional participation in daily routines in a manner consistent with these theoretical frameworks and with the realities of ECI services. In this context, the present study aimed to analyze the reliability, applicability, and social validity of the Brazilian version of the Measure of Engagement, Independence, and Social Relationships (MEISR-Br). This is a methodological, cross-sectional study involving 45 ECI professionals and 137 families of children aged 0 to 5 years. The sample comprised applications of the 0–3 and 3–5 versions of the MEISR-Br, originating from two groups of professionals with different training pathways. Internal consistency analyses were conducted using Cronbach’s alpha, along with correlation analyses among the scale’s routines and descriptive analyses of applicability questionnaires completed by professionals and social validity questionnaires completed by families. As a complementary procedure, professionals’ reports regarding modes of instrument application and perceived difficulties during completion were systematized. The results indicated high internal consistency indices for the total scale and for the routines, supporting the internal coherence of the MEISR-Br and its alignment with the construct of functional competence. Correlation analyses among routines showed moderate to high associations, reinforcing the understanding of functional participation as an integrated phenomenon throughout daily life rather than a set of isolated skills. Regarding applicability, professionals recognized the instrument’s relevance for guiding functional assessment, intervention planning, and feedback to families, although challenges related to questionnaire length, reading demands, and time required for application were noted. Social validity findings indicated good acceptance by families, particularly when application was mediated by professionals. Notably, the development of a digital scoring and data visualization spreadsheet facilitated data interpretation and information sharing with families. It is concluded that the MEISR-Br is a promising tool for Early Childhood Intervention in Brazil, enabling the assessment of children’s functional participation in daily routines in accordance with the principles of Family-Centered Practices and authentic assessment. This study contributes to the qualification of professional practices, the dissemination of the concept of engagement in natural contexts, and the strengthening of an interdisciplinary approach sensitive to the social and institutional inequalities of the Brazilian context. Future studies are recommended to further investigate other psychometric properties of the scale through longitudinal designs and larger samples, as well as to continue training initiatives that support the critical and reflective use of the instrument in professional practice.